Student will understand that a thesis is a single, logically driven statement that is the core of any basic argument.
Student will know about: thesis, argument, persuasion
Student will be able to use a variety of persuasive techniques in a thesis-driven argument (essay).
Maine Learning Results Alignment
Maine Learning Results: English Language Arts - B. Writing
B4. Persuasive
Grades 9-Diploma Students write persuasive essays exhibiting logical reasoning and rhetorical techniques.
a. Employ a variety of persuasive techniques including anticipating, addressing, and refuting possible counterclaims in a thesis-driven logical argument to influence the opinions, beliefs or positions of others.
Assessment
Formative (Assessment for Learning)
*Blog: Students will be expected to have finished their blog by the end of class for them to receive feedback by that night.
Summative (Assessment of Learning)
Written thesis: While the blog itself will be considered a formative assessment, the thesis within the blog will be graded individually.
Integration
Type II Technology: Students will write in the blog for their Type II technology.
Groupings
Students will work independently for the majority of this day. Partners for peer review will be offered for the last minutes of the period in order to allow for interaction.
Differentiated Instruction
Strategies Intrapersonal: students will reflect in their blogs Linguistic: students will be writing in their blogs Logical: creating arguments Musical: due to it being a self-work day, background music will be played during the lesson Naturalistic: at times in place of music, nature noises will be playing in the background as well Kinesthetic: students will have the opportunity to work at desks, on the floor, in the hall, or simply stand up to think if they please, as it is a personal and informal day
Modifications/Accommodations
*"I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations."
Absent Students:
If students are absent they are responsible for approaching either classmates, myself, or the online class resources in order to acquire missed work and assignments. I will be available for students in a time outside of class should they require and request it. A 24-hour notice should be given in order to be seen outside of class, unless prior or urgent arrangements have been made.
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale: This lesson, like all the others, incorporates several MIs and learning strategies in order to accommodate for different learning styles.
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: This assignment pertains directly to the creation of the final product for the end of this unit.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: This lesson uses Type II effectively and with the students working alone.
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: This lesson uses a conjoined summative or formative assessment. The summative is done in class while the formative will be assigned for homework.
Teaching and Learning Sequence:
Students will enter to find the desks in a slightly more traditional way then is usually used in the classroom. They will be either in rows or in a semicircle with the teacher facing out in the middle. I will informally ask students for their knowledge on thesis statements and thesis driven essays.
After this, I will play the audio clip for the class, linked above, and ask them to pick out the thesis or potential thesis of all sides of the argument. With this, students will begin their work without partners, music playing in the background if they are quite enough. Their work will be to eventually recreate a thesis and how the argument would have turned out with their thesis on either way. Towards the end of class students might get the opportunity to work together to check each other's work.
Students will have finished their blogs by the end of class, but do not yet have to have an official thesis chosen. This will be their homework.
UMF LESSON PLAN FORMAT
Teacher’s Name: Mr. Taylor Lesson # : 3
Grade Level: 9-12 Topic: Persuasive Writing
Objectives:
Maine Learning Results Alignment
B4. Persuasive
Grades 9-Diploma
Students write persuasive essays exhibiting logical reasoning and rhetorical techniques.
a. Employ a variety of persuasive techniques including anticipating, addressing, and refuting possible counterclaims in a thesis-driven logical argument to influence the opinions, beliefs or positions of others.
Assessment
*Blog: Students will be expected to have finished their blog by the end of class for them to receive feedback by that night.
Integration
Groupings
Differentiated Instruction
Intrapersonal: students will reflect in their blogs
Linguistic: students will be writing in their blogs
Logical: creating arguments
Musical: due to it being a self-work day, background music will be played during the lesson
Naturalistic: at times in place of music, nature noises will be playing in the background as well
Kinesthetic: students will have the opportunity to work at desks, on the floor, in the hall, or simply stand up to think if they please, as it is a personal and informal day
*"I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations."
Absent Students:
If students are absent they are responsible for approaching either classmates, myself, or the online class resources in order to acquire missed work and assignments. I will be available for students in a time outside of class should they require and request it. A 24-hour notice should be given in order to be seen outside of class, unless prior or urgent arrangements have been made.
Materials, Resources and Technology
Persuasive Techniques pre-test
Laptops
Writing utensil
Notebook
Source for Lesson Plan and Research
www.blogger.com
youtube:
www.youtube.com
Maine Standards for Initial Teacher Certification and Rationale
Rationale: This lesson, like all the others, incorporates several MIs and learning strategies in order to accommodate for different learning styles.
Rationale: This assignment pertains directly to the creation of the final product for the end of this unit.
Rationale: This lesson uses Type II effectively and with the students working alone.
Rationale: This lesson uses a conjoined summative or formative assessment. The summative is done in class while the formative will be assigned for homework.
Teaching and Learning Sequence: